从知识共享到知识创造:学习环境设计认识论基础的嬗变

发布时间：2018-06-19 20:32

本文选题：学习环境设计 + 知识创造　；参考：《开放教育研究》2015年01期

【摘要】：学习环境设计在科学认识论指导下强调知识共享和传递,逐步暴露出滞后于学习理论发展、群体协同缺失、知识创新不足等局限。因应新认识论的兴起和技术的进步,学习环境设计认识论基础正在由知识共享走向知识创造。这一嬗变为知识创造学习环境设计研究提供了际遇。来自欧洲的三元交互式学习环境设计研究项目有效地弥合了学习环境设计的不足,提出了以知识创造为核心的学习环境设计理论,并进行了系列实证研究,实现了学习环境设计基础的知识创造认识论转向。本研究通过文献分析法和逻辑演绎法,梳理了学习环境设计认识论基础的嬗变过程,分析了知识创造学习环境的典型案例,以多学科视角洞见学习环境设计认识论基础的变化表现及原理,并探究其原因,厘清了当前学习环境设计认识论基础的变化趋势,为我国知识创造学习环境的研究和开发提供了有力支撑。
[Abstract]:Under the guidance of scientific epistemology, the design of learning environment emphasizes knowledge sharing and transfer, and gradually exposes some limitations, such as lagging behind the development of learning theory, lack of group cooperation, insufficient knowledge innovation, and so on. With the rise of new epistemology and the progress of technology, the basis of learning environment design epistemology is moving from knowledge sharing to knowledge creation. This evolution provides a chance for the study of knowledge creation learning environment design. The ternary interactive learning environment design research project from Europe has effectively bridged the deficiency of learning environment design, put forward the learning environment design theory with knowledge creation as the core, and carried out a series of empirical research. The knowledge creation epistemology turn of learning environment design foundation is realized. Through the method of literature analysis and logical deduction, this study combed the evolution process of the epistemological basis of learning environment design, and analyzed the typical cases of knowledge creating learning environment. From a multi-disciplinary perspective, the changing performance and principle of the epistemological basis of learning environment design are revealed, and the reasons are explored, and the changing trend of the epistemology foundation of learning environment design is clarified. It provides a strong support for the research and development of knowledge creation learning environment in China.
【作者单位】：华南师范大学教育科学学院;华南师范大学现代教育研究与开发中心;华南师范大学基础教育培训与研究院;
【基金】：2013年广东省教育科研“十二五”规划研究项目“协同培养创新人才的理论基础及其实现策略研究——基于知识创造学习的视角”(2013JK053) 广东省哲学社会科学“十一五”规划2010年度后期资助项目“学习化课程论稿——课程文化哲学初探”(GD10HJY01)阶段性研究成果
【分类号】：G434

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